topic 1.1 spotting a business opportunity - larkmead school · topic 1.1 spotting a business...

GCSE 2016 STUDENT REVISION TOPICS Subject: Business Studies Date of exams Wednesday - morning

24 May 5BS01 01 Unit 1: Introduction To Small Business 45mins Friday afternoon 9 June 5BS03 01 Unit 3: Building a Business 1Hr 30mins

Exam board Edexcel

Use this traffic light self-assessment to help organise your revision. Fill in the columns by putting in the date for the first time you do it. Every time you revise a topic go back and assess yourself again. You will soon see how much progress you’re making. Red = I feel nervous/worried. I need to ask for help/update notes/catch-up/avoid panicking. Amber = I feel quite confident. I need to brush up on my notes/check that I understand/find out more. Green = I feel confident about this topic. I must check my key points and use my time to revise something else.

TOPIC R A G In my plan

Revised?

Topic 1.1 Spotting a business opportunity:

Businesses Understanding customer needs Market mapping Competition Added value Franchising

1.2 Showing enterprise: What is enterprise? Thinking creatively Questions to be asked Invention and innovation Taking a calculated risk Important enterprise skills

1.3 Putting a business idea into practice: Objectives when starting up The qualities shown by entrepreneurs Estimating profit, costs and profits Forecasting cashflows The business plan Obtaining finance

1.4 Making the start-up effective: Customer focus and the marketing mix The importance of limited liability Start-up legal and tax issues Customer satisfaction Recruiting, training and motivation

1.5 The economic context: Demand and supply The impact of interest rates The impact of exchange rates The impact of the business cycle Business decisions and stakeholders

Continue for Unit 3…


Revised?

3.1 Marketing: Marketing Product trial and repeat purchase Product life cycle Branding and differentiation Building a successful marketing mix 3.2 Meeting customer needs:

Design and research development Managing stock Quality Cost effective operations and competitiveness Effective customer service Meeting customer protection laws

3.3 Effective financial management: How to improve cashflow How to improve profit Break-even charts and analysis Financing growth 3.4 Effective people management: Organisational structure Motivation theory Communication Remuneration 3.5 The wider world affecting business: Ethics in business Environmental issues Economic issues affecting int’l trade The impact of Govt and the EU Business decisions and stakeholders

GCSE in Computing A451 Computer Systems and Programming Personalised Learning Checklist (PLC)

1

Computing (J275)

A451 Computer Systems and Programming 1 h 30 min Wed 7 June

Revision resources for OCR Computing:

REVISION NOTES ALL UNITS.docx (shared area)

http://www.bbc.co.uk/education/subjects/z34k7ty

http://www.teach-ict.com/gcse_computing/ocr/GCSE_A451_topics.html

https://www.cambridge.org/gcse-computing/revision-worksheets/

http://www.memrise.com/course/460627/ocr-gcse-computing-a451/

https://www.amazon.co.uk/Revision-Computing-Computer-Systems-Programming/dp/1444193848

http://vle.clystvale.org/file.php/1/GCSE_Computing_Revision_Booklet.pdf

From the Jan 2011 past-paper I need to… Topic 1 – Fundamentals of Computer Systems. Students need to know about:

R A G ACTIONS

Computer Systems I can define a computer system I can describe the importance of computer systems in the modern world

I can explain the need for reliability in computer systems I can explain the need for adherence to suitable professional standards in the development, use and maintenance of computer systems

I can explain the importance of ethical, environmental and legal considerations when creating computer systems.

The Central Processing Unit (CPU) I can state the purpose of the CPU I can describe the function of the CPU as fetching and executing instructions stored in memory

I can explain how common characteristics of CPUs such as clock speed, cache size and number of cores affect their performance.

Binary Logic I can explain why data is represented in computer systems in binary form

I can understand and produce simple logic diagrams using the operations NOT, AND and OR

I can produce a truth table from a given logic diagram Memory I can describe the difference between RAM and ROM I can explain the need for ROM in a computer system I can describe the purpose of RAM in a computer system I can explain how the amount of RAM in a personal computer affects the performance of the computer

I can explain the need for virtual memory I can describe cache memory I can describe flash memory I can discuss how changes in memory technologies are leading to innovative computer designs

Input and Output Devices I can understand the need for input and output devices I can describe suitable input devices for a wide range of computer controlled situations

I can describe suitable output devices for a wide range of computer controlled situations


2

I can discuss input and output devices for users with specific needs (disabilities)

Secondary Storage I can explain the need for secondary storage I can describe common storage technologies such as optical, magnetic and solid state

I can select suitable storage devices and storage media for a given application and justify their choice using characteristics such as capacity, speed, portability, durability and reliability

Topic 3 – Software. Students need to know about: R A G ACTIONS Software I can explain the need for the following functions of an operating system: user interface, memory management, peripheral management, multi-tasking and security

I can describe the purpose and use of common utility programs for computer security (antivirus, spyware protection and firewalls), disk organisation (formatting, file transfer, and defragmentation), and system maintenance (system information and diagnosis, system clean-up tools, automatic updating)

I can discuss the relative merits of custom written, off the shelf, open source and proprietary software.

Topic 4 – Representation of data in computer systems. Students need to know about:

R A G ACTIONS

define the terms bit, nibble, byte, kilobyte, megabyte, gigabyte, terabyte

understand that data needs to be converted into a binary format to be processed by a computer.

convert positive denary whole numbers (0-255) into 8-bit binary numbers and vice versa

add two 8-bit binary integers and explain overflow errors which may occur

convert positive denary whole numbers (0-255) into 2-digit hexadecimal numbers and vice versa

convert between binary and hexadecimal equivalents of the same number

explain the use of hexadecimal numbers to represent binary numbers

explain the use of binary codes to represent characters explain the term character set describe with examples (for example ASCII and Unicode) the relationship between the number of bits per character in a character set and the number of characters which can be represented.

explain the representation of an image as a series of pixels represented in binary

explain the need for metadata to be included in the file such as height, width and colour depth

discuss the effect of colour depth and resolution on the size of an image file

explain how sound can be sampled and stored in digital form

explain how sampling intervals and other considerations affect the size of a sound file and the quality of its playback.

explain how instructions are coded as bit patterns explain how the computer distinguishes between instructions and data

Topic 5 – Databases. Students need to know about: R A G ACTIONS describe a database as a persistent organised store of data

explain the use of data handling software to create, maintain and interrogate a database

describe how a DBMS allows the separation of data from applications and why this is desirable


3

describe the principal features of a DBMS and how they can be used to create customised data handling applications

understand the relationship between entities and tables understand the components of a relational database, such as tables, forms, queries, reports and modules

understand the use of logical operators in framing database queries

explain the use of key fields to connect tables and avoid data redundancy

describe methods of validating data as it is input. Topic 6 – Computer communications and networking. Students need to know about:

R A G ACTIONS

explain the advantages of networking stand-alone computers into a local area network

describe the hardware needed to connect stand-alone computers into a local area network, including hub/switches, wireless access points

explain the different roles of computers in a client-server and a peer-to-peer network

describe, using diagrams or otherwise, the ring, bus and star network topologies

describe the differences between a local area network and a wide area network such as the Internet

explain the terms IP addressing, MAC addressing, packet and protocols

explain the need for security measures in networks, such as user access levels, suitable passwords and encryption techniques

describe and justify network policies such as acceptable use, disaster recovery, failover, back up, archiving

describe the nature of the Internet as a worldwide collection of computer networks

describe the hardware needed to connect to the Internet including modems, routers etc

explain the need for IP addressing of resources on the Internet and how this can be facilitated by the role of DNS servers

explain the importance of HTML and its derivatives as a standard for the creation of web pages

describe common file standards associated with the Internet such as JPG, GIF, PDF, MP3, MPEG

explain the importance of compressing files that are transmitted via the Internet

describe the differences between lossy and lossless compression

Topic 7 – Programming. Students need to know about:

R A G ACTIONS

Programming: Algorithms I can understand algorithms (written in pseudocode or flow diagram), explain what they do, and correct or complete them

I can produce algorithms in pseudocode or flow diagrams to solve problems

Programming: Programming Languages I can explain the difference between high level code and machine code

I can explain the need for translators to convert high level code to machine code

I can describe the characteristics of an assembler, a compiler and an interpreter

I can describe common tools and facilities available in an integrated development environment (IDE): editors, error diagnostics, run-time environment, translators, auto-documentation.

Programming: Control Flow In Imperative Languages


4

I can understand and use sequence in an algorithm I can understand and use selection in an algorithm (IF and CASE statements)

I can understand and use iteration in an algorithm (FOR, WHILE and REPEAT loops).

Programming: Handling Data In Algorithms I can define the terms variable and constant as used in an imperative language

I can use variables and constants I can describe the data types integer, real, Boolean, character and string

I can select and justify appropriate data types for a given program

I can perform common operations on numeric and Boolean data

I can use one-dimensional arrays Programming: Testing I can describe syntax errors and logic errors which may occur while developing a program

I can understand and identify syntax and logic errors I can select and justify test data for a program, stating the expected outcome of each test

GCSE 2017 STUDENT REVISION TOPICS Subject Catering Date of exams Exam board WJEC Use this traffic light self-assessment to help organise your revision. Fill in the columns by putting in the date for the first time you do it. Every time you revise a topic go back and assess yourself again. You will soon see how much progress you’re making. Red = I feel nervous/worried. I need to ask for help/update notes/catch-up/avoid panicking. Amber = I feel quite confident. I need to brush up on my notes/check that I understand/find out more. Green = I feel confident about this topic. I must check my key points and use my time to revise something else.


Revised?

The industry: food and drink

Types of service available

Job roles, employment and training

Health, safety and hygiene

Legislation

Food preparation

Methods of cooking

Culinary terms and presenting food

Nutrition, including healthy eating and special diets

Menu planning

Costing and portion control

Specialist equipment

Communication and record keeping

Environmental considerations

Food packaging

GCSE 2017 STUDENT REVISION TOPICS

Subject D&T Resistant Materials Date of exams Exam board AQA Use this traffic light self-assessment to help organise your revision. Fill in the columns by putting in the date for the first time you do it. Every time you revise a topic go back and assess yourself again. You will soon see how much progress you’re making. Red = I feel nervous/worried. I need to ask for help/update notes/catch-up/avoid panicking. Amber = I feel quite confident. I need to brush up on my notes/check that I understand/find out more. Green = I feel confident about this topic. I must check my key points and use my time to revise something else.


Revised?

Materials – properties, wood, manufactured boards, metals, plastics. Composites, smart & modern, sustainability.

Components – KD fittings & fixings, nails & screws, adhesives and finishes.

Inspiration & Innovation – famous designers, natural world, form & function, market forces, design history.

Design Influences – social, cultural, moral influences.

Sustainability – environmental & product sustainability, 6R’s

Clients, Designers & Manufactures – relationships

Presenting Ideas – drawing & modelling (inc. ICT), evaluating ideas & planning manufacture.

Health & Safety – workshop safety & COSHH

Tools & Equipment – hand tools & power tools.

Techniques & Processes – marking out, joining woods & metals, casting, forming woods, deforming metals, moulding plastics, CAD-CAM, quantity production.

Systems & Control – mechanical & electrical systems

The Design Process – designing & making a product.

GCSESystemsandControlPersonalLearning

ChecklistName:………………………..

1. MaterialsCandidatesshouldshowaworkingknowledgeofthecommonwoods,manufacturedboards,metalsandplastics.Resourcetoassistyou:http://www.technologystudent.com/joints/joindex.htmForthetopicareaabovehaveyou:

Task TickWhenComplete

Mark

CreatedanA3MindMapresourcesheetcontaininginformationregardingthetopic.ThisshouldidentifythedifferenttypesofWoods,metalsandPlasticsprovidingexamplesofeach.

Createdaseriesofrevisioncardsincludingexamplematerials,categories,productsthataremadefromthemandmanufacturingmethodse.g.HDPE–ThermoPlastic–ShampooBottles–MadebyBlowmoulding.

Completedthefollowingexamquestion:Usingnotesanddiagramsshowhowasheetof1mmHIPScanbemouldedoveraformer.(7marks)

Completedthefollowingexamquestion:Suggestasuitablematerialfortheframeofagreenhouseandstatewhythismaterialhasbeenchosen(3marks)

Actions:

RAG ReviewDate:

2. JigsandfixturesCandidatesshouldresearchtheuseofsimplejigsandfixturestoaidmanufacture,whenconsistencyincomponentsizeisrequired.Resourcetoassistyou:https://en.wikipedia.org/wiki/Jig_(tool)Forthetopicareaabovehaveyou:


Mark

Researchedthedefinitionofajig GoogledimagesofJigstoseethedifferenttypesavailable Completedthefollowingexamquestion:Usingnotesanddiagramsshowhowajigcouldbeusedtocut7lengthsof10mmdoweltoalengthof100mmeach.(5marks)

Completedthefollowingexamquestion:ThinkaboutthecoasteryoumadeinYear9RM–describehowajigwasusedtoholditonplacewhengluing.(4marks)

Completedthefollowingexamquestion:Describehowthejigshownontheimagetotherighthasaidedinthecreationofthecurvedpieceofacrylic.Youshouldincludeastepbystepofthemanufactureinyouranswer.

(7marks)

Actions:

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3. CircuitConstructionandTestingCandidatesshould:•useavarietyoftemporaryandpermanentconstructiontechniques,includingprototypingboards;•understandthePrintedCircuitBoard(PCB)designandmanufacturingprocess;•buildelectroniccircuitsofhighqualityusingPCBs.

Candidatesshouldunderstandhowtofindfaultsinsystemsbyusingamulti-meterandothertestequipment.

Recoursetoassistyou:http://www.technologystudent.com/pcb/pcbdex.htm

Forthetopicareaabovehaveyou:


Mark

Identifiedthe5mainstagesforproducingaPCBbyetching.(puttheseonarevisioncard)

Identifiedthe5mainstagesforproducingaPCBbyCNCMilling.(puttheseonarevisioncard)

Describetheprocessofusingamulti-metertofindfaultsinaPCB(createarevisioncardforthis)

Createdamindmapstatinghowcircuitboardscanbeprototypedincludingtheuseofbreadboard;howaPCBcouldbemanufactured,HowaPCBcanbepopulated,howaPCBcanbemountedintoaproduct.

Completedthefollowingexamquestion:ThinkaboutthePCBsyouhavecreatedinS&C,chooseoneanddescribethestagesyouhavegonethroughfromdesigntofinishedworkingPCB.(10marks)

Actions:

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4. ElectronicbuildingblocksCandidatesshould:•understandtheuseofInput,ProcessandOutputbuildingblocks;•createsimpleblockdiagrams;•understandandapplyfeedbackloops.

Resourcetoassistyou:http://www.technologystudent.com/elec1/consys1.htm

Forthistopicareahaveyou:


Mark

CreatedanA3ResourcewithalistandimagesofdifferentInput,ProcessandOutputcomponents.

CreatedrevisioncardswithBlockDiagramexamplesincludingfeedbackloops. Completedthefollowingexamquestion:Createaprocessblockdiagramforaburglaralarmsystem(4marks)

Completedthefollowingexamquestion:Createaprocessblockdiagramincludingfeedbackforaninteriorthermostat.(5marks)

Actions:

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ControlSystems–Inputs

5. SensorsCandidatesshouldunderstandanduseLightDependantResistor(LDR),thermistor,moisturesensorasinputdevicestocontrolsystems.Resourcetoassistyou:http://www.bbc.co.uk/schools/gcsebitesize/design/systemscontrol/electronicsrev6.shtmlForthistopichaveyou:


Mark

CreatedanA3Resourcewithdiagramsofthecircuitsforeachsensorcomponent.E.g.LDRcircuittodetectlightandtodetectdarkness.

Createdrevisioncardswithimagesofthesensingcomponents,theirschematicsymbols,namesandwhattheyaredesignedtodetect.

Completedthefollowingexamquestion:CorrectlydrawoutandlabelacircuitthatwillactivateanLEDwhenatemperatureincreaseisdetected.(6marks)

Completedthefollowingexamquestion:CreateatableofcomponentsincludinganLDR,Thermistorandmoistureprobes.Foreachidentifyitsname,itsprocessblockandwhatissenses.(6marks)

Actions:

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6. SwitchesCandidatesshouldunderstandandusemicro-switch,opto-switch,reedswitch,tiltswitch.Resourcetoassistyou:http://www.bbc.co.uk/schools/gcsebitesize/design/electronics/switchesrev1.shtmlhttp://www.technologystudent.com/elec1/elecex.htmseeswitches1-3andworksheetForthistopichaveyou:


Mark

CreatedanA3Resourcewithdiagramsandimagesoftheswitches,statinghowtheyworkandapplicationswheretheycouldbeused.

Createdrevisioncardscontaininginformationforeachoftheswitches. Completedthefollowingexamquestion:Whatswitchwouldbemostsuitabletotriggeranalarmsystemifadoorwasbrokeninto(1marks)Explainyouranswer(2marks)

Completedthefollowingexamquestion:Usingnotesanddiagrams,showhowtheswitchyouhavenamedinthefirstquestioncouldbecorrectlymountedtoadoor/doorframe.(2marks)

Actions:

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7. PotentialdividersCandidatesshould:•understandanduseapotentialdividertocontrolinputvoltagetoacircuittoriseorfallinthefollowingconditions:light,dark,hot,cold,wetanddry;•understandhowtocalculatetheinputvoltageusingOhmsLaw(V=IR);•understandhowtocalculatetheOutputVoltageofthePotentialdividerusingtheformula;

• Usepotentialdividersasinputstomicrocontrollers(PICs).

Resourcetoassistyou:http://www.technologystudent.com/elec1/resist2.htmhttp://www.bbc.co.uk/schools/gcsebitesize/design/electronics/componentsrev4.shtmlForthistopichaveyou:


Mark

Learnthowtousetheformulae(youdon’tneedtorememberthem,theywillbeinthefrontofyourexampaper)

Createdrevisioncardscontainingcircuitdiagramsofpotentialdividersthatoperateundertheconditions;light,dark,hot,cold,wetanddry

Completedthefollowingexamquestion:Calculatetheinputvoltageofacircuitwithacurrentof0.1Ampsrunningthroughafilamentbulbwitharesistanceof100Ohmes.(3marks)

Completedthefollowingexamquestion:UsingthediagramabovecalculatethevoltageacrossV1ifthesupplyvoltageis6Volts,R1is100OhmesandR2is1KOhm.(4marks)

Actions:

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8. AnalogueandDigitalCandidatesshouldusedigitalandanalogueinputsensorswithPICsandunderstandthedifferencebetweenanalogueanddigitalsignals.Resourcetoassistyou:http://www.bbc.co.uk/schools/gcsebitesize/science/ocr_gateway/home_energy/data_transmissionrev1.shtmlhttp://www.technologystudent.com/elec1/anadig1.htmhttp://www.bbc.co.uk/schools/gcsebitesize/design/electronics/logicrev1.shtmlDigital=eitheronoroffwithnoinbetweenvalues–apushtomakeswitch.Analogue=adevicethathasmultiplechangingvaluesbetweenonandoff–adimmerswitchonlights.Forthistopichaveyou:


Mark

Createddiagramsintheformofgraphsforadigitalandanaloguesignal. Createdrevisioncardscontainingcircuitinputandoutputcomponentsandstatediftheyaredigitaloranalogue.

Completedthefollowingexamquestion:Drawouttheclockfaceofadigitalandanalogueclockandlabeleach(2marks)Foreachexplainwhyitisconsidereddigitalandoranalogue(4marks)

Completedthefollowingexamquestion:Foreachofthefollowingcomponentssayifitisdigitaloranalogue.LDR,LED,Potentiometer,Thermistor,Pushtomakeswitch,ReedSwitch,Tiltswitch,Motor,Microphone,Bulb.

Actions:

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ControlSystems–Process

9. TimeDelayandPulseGeneration• Candidatesshouldunderstandanduseatimedelayinasystembyconstructinganappropriate

circuitandasoftwareWaitcommandinaprogram.• Candidatesshouldunderstandanduseasetfrequency.

Resourcetoassistyou:http://www.technologystudent.com/elec_flsh/timer1a.htmlhttp://www.bbc.co.uk/schools/gcsebitesize/design/electronics/logicrev7.shtmlForthistopichaveyou:


Mark

Createdcomputerandphysicalmodelsoftimercircuitsthatusewaitcommands. Createdrevisioncardsstatinghowprogrammingflowchartscanbecreated,thedifferentprocessboxesincludingsubroutines,go-sub,wait,processes,decisionsandreturncommands.

Completedthefollowingexamquestion:

CreateaflowcharttothatwillbedownloadedtoaPICtocontroltheopeningandclosingofanautomaticdoor.Thesystemshould,openwhenapersonapproaches,stayopenfor10seconds,andonlycloseifnooneisintheway.Yoursystemshouldincorporateasubroutine(8marks)Completedthefollowingexamquestion:DescribehowwaitcommandscanbeusedtoprovidepulsegenerationbymakinganLEDflashatregularintervals,useaflowchartinyouranswertohelpyou(5marks)

Actions:

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10. LogicCandidatesshould:•understandandusethefollowinglogicgatesandconstructtheirtruthtables(limitedto2inputs):AND,OR,NOT;•solvelogicproblemsusingtheabove2inputgatesincombination.Resourcetoassistyou:http://www.technologystudent.com/elec1/dig3.htmhttp://www.bbc.co.uk/schools/gcsebitesize/design/electronics/logicrev2.shtmlForthistopichaveyou:


Mark

Createdrevisioncardsforeachofthethreegates,includingnamesandtruthtables. Createdlogicgatecombinationswithvariousinputstatestoshowthefinalfunctions;includingtruthtables.

Completedthefollowingexamquestion:Createalogicgatesystemcontainingatleastoneofeachgate.Theinputstatesmustallbeon(highor1).Completeyourlogicgatediagramtodeterminethefinaloutputstate.

Completedthefollowingexamquestion:Q5onthe2013JuneExampaper:http://filestore.aqa.org.uk/subjects/AQA-45651-QP-JUN13.PDF

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11. Programmablecontrol

Candidatesshould:•understandthatmicrocontrollerportscanbededicatedtoinputandoutputstates;•understandanaloguetodigitalconversioninmicrocontrollers;•constructandrunappropriateprograms;•useacontrolsoftwarepackagetocontroltheinputsandoutputsofamicrocontroller.Resourcestoassistyou:http://www.bbc.co.uk/schools/gcsebitesize/design/electronics/logicrev6.shtmlhttp://www.technologystudent.com/pics/picdex1.htmForthistopichaveyou:


Mark

Createdyourownflowchartprogrammefora08M2PICandselectedinputandoutputpins.

Usedthelogiccommandtoconstructaflowchartthatusesananalogueinpute.g.fromathermistor.

Completedthefollowingexamquestion:ExplainhowananaloguecommandcanbeusedtoturnonanLEDiftemperaturefallsbelowaspecificlevel.InyouransweryoushouldcommentonhowthePICmonitorstheresistancelevel,usediagramstoassistyouwherenecessary.(6marks)

Completedthefollowingexamquestion:ConstructyourownflowchartprogrammetoshowhowanLDRcanbeusedtoturnonanLEDwhenlightlevelsfall.

Actions:

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ControlSystems–Interface

12. RelaysCandidatesshould:•Understandhowarelaycanbeusedasanelectricallyoperatedswitchtoswitchandisolateahighcurrent/voltagewithalowcurrent/voltage;•Userelaysinavarietyofapplications,includinglatchingandreversingcircuits.Resourcestoassistyou:http://www.technologystudent.com/elec1/relay1.htmhttp://www.bbc.co.uk/schools/gcsebitesize/design/electronics/switchesrev5.shtmlhttp://www.instructables.com/id/How-to-make-an-H-bridge/Forthistopichaveyou:


Mark

CreatedanHBridgecircuitdiagramcombinedwithaDPDTswitchthatusesarelaytoreversethedirectionofamotor.

Createdrevisioncardsforrelaysincludingcircuitdiagrams,schematicsymbolsandapplicationsofrelays.

Completedthefollowingexamquestion:Explainhowarelaycanbeusedtoactaswitchtopowerahighvoltagecircuitfromalowvoltageone,usediagramstosupportyouranswer(8marks)

Completedthefollowingexamquestion:Explainhowarelaycanbeusedasalatch(4marks)

Actions:

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13. DriversCandidatesshould:•useTransistorsandRelaystoswitchonoutputswhichrequireahighercurrentthantheprocesscomponentcansupply;•OnlyNPNandFETwillbeexamined.Resourcestoassistyou:http://www.technologystudent.com/elec1/transis2.htmhttp://www.bbc.co.uk/schools/gcsebitesize/design/electronics/switchesrev3.shtmlForthistopichaveyou:


Mark

CreatedaDarlingtonpairtoincreaseoutputcurrent,drawoutthecircuitdiagramforthisandexplainwhatistakingplace.

Createdrevisioncardsfortransistors,bothFETandNPNincludingDarlingtonpairs,schematicsymbols,imagesandlabels.

Completedthefollowingexamquestion:ExplainhowaDarlingtonpairiscapableofincreasingtheoutputcurrentinacircuit.Useacircuitdiagramtosupportyouranswer(6marks)

Completedthefollowingexamquestion:ExplainthedifferencesbetweenNPNandFETtransistors.(2marks)

Actions:

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ControlSystems–Output

14. MotionCandidatesshould:•identifyandusethefollowingtypesofmotionwhendesigningandmaking:−−Rotary−−Oscillating−−Linear−−Reciprocating•understandmethodsofconvertingthefollowingtypesofmotiontotheother;−−RotarytoLinear−−LineartoRotary−−RotarytoReciprocating−−OscillatingtoRotary•understandhowsystemscanbeusedtochangespeed;•understandmethodsofchangingthedirectionordistanceofanoutput;•understandtheirapplicationinindustrialsituations.Resourcestoassistyou:http://www.technologystudent.com/cams/camdex.htmhttp://www.focuselearning.co.uk/u/2016/knmmkokrnouCEAFBAdhbbAfjwfwnolmyy-seefocusonMechanismsForthistopichaveyou:


Mark

Completedandscoredatleast90%onthemultiplechoicequestionsofthe‘focusonmechanisms’site.

Createdrevisioncardsforthetypesofmotionincludingthemotionconversionsthatcantakeplacee.g.rotaryto:Linear,ReciprocatingandOscillating.Foreachdesignasystemandlabelallpartsofit.

Createrevisioncardsforgearsandpulleysincludingwhatisrequiredtochangespeed,exampleratiosandadvantagesanddisadvantagesofeach.

Completedthefollowingexamquestion:Drawoutasystemthatwillincreasethespeedofanoutputshaftbyafactorof3.(4marks)Asystemisrequiredtodrivewindscreenwipersonacar.Thesystemistobepoweredbyamotor.Drawoutasystemtoconverttherotarymotionofthemotortotheoscillatingmotionofthewipers(6marks)

Completedthefollowingexamquestion:Gearsandpulleyseachhavedistinctadvantagesanddisadvantageswhencomparedtoeachother.Withreferencetoindustrialpracticesdiscusstheadvantagesanddisadvantagesofeach.(8marks)

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15. DrivesystemsCandidatesshould:•understandmethodsoftransmittingdrivefromoneshafttoanother;−−Gears−−Belts−−Chains−−Driveshafts•understandmethodsofchangingthedirectionordistanceofoutput;•takeintoaccountslip,noise,frictionandmaintenance;•giveexamplesofhowtheyareusedinindustry.Resourcestoassistyou:http://www.focuselearning.co.uk/u/2016/knmmkokrnouCEAFBAdhbbAfjwfwnolmyy-seefocusonMechanismshttp://www.technologystudent.com/gears1/geardex1.htmForthistopichaveyou:


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Completedandscoredatleast90%onthemultiplechoicequestionsofthe‘focusonmechanisms’site.

Createrevisioncardsforgearsandpulleysincludingdirectionofrotationsandhowdistancecanbeachievede.g.beltandchains.

Completedthefollowingexamquestion:Explainhowfrictioncanbebothanadvantageandadisadvantageindifferentdrivesystems.InyouransweryoushouldrefertoPulleyandbeltdrivesaswellasSprocketandChainsystems.

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16. OptoelectronicCandidatesshouldshowanunderstandingofcommonoptoelectronicdevicesincludingtheLEDandlamp.Resourcestoassistyou:http://www.bbc.co.uk/schools/gcsebitesize/design/electronics/componentsrev7.shtml

Forthistopichaveyou:


Mark

UnderstoodhowtowireupanLEDandwhathappenstothecurrentifitisconnectedthewrongwayround(polarity).

CreatedrevisioncardsforthedifferenttypesofLEDincludingregular,flashing,bi-colourandFilamentbulbs.Foreachyoushouldincludeanimage,theschematicsymbolandhowtheyaredifferent.

Completedthefollowingexamquestion:ExplainwhathappensifanLEDisconnectedthewrongwayround.(4marks)

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17. MechanicalSystemsCandidatesshouldunderstandhowmechanicaladvantagecanbegainedusingleversandgears.

Resourcestoassistyou:http://www.technologystudent.com/gears1/pulle12.htmhttp://www.bbc.co.uk/schools/gcsebitesize/design/systemscontrol/mechanismsrev1.shtmlForthistopichaveyou:


Mark

Createdrevisioncardsfortherequiredformulae. Createdrevisioncardsforthedifferenttypesofleversincludingadiagram,practicalexampleandcalculationsofMA.

CreaterevisioncardsforhowMAcanbegainedusingpulleysandgears. Completedthefollowingexamquestion:Drawoutthethreedifferentclassesofleverandcorrectlylabelthem.(6marks)ForeachaddaloadandeffortandcalculatetheMAandVRforeach.(6marks)

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18. MotorsandSolenoids

CandidatesshouldunderstandhowMotorsandSolenoidscanbeusedasoutputs.Resourcestoassistyou:http://www.bbc.co.uk/education/guides/zmm39j6/revision/1http://www.bbc.co.uk/bitesize/standard/physics/using_electricity/movement_from_electricity/revision/1/https://www.youtube.com/watch?v=hsoggQOoG4sForthistopichaveyou:


Mark

Createdrevisioncardsfortheschematicsymbolsofasolenoidandamotor.Youneedtoalsoincludeinformationregardinghowtheywork.

Completedthefollowingexamquestion:Suggestasuitableapplicationforasolenoidandexplainwhyitissuitablefortheapplicationnamed.Includeadiagramofhowthesolenoidiscorrectlymounted.(6marks)

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19. FrictionCandidatesshouldunderstandtheapplicationoffrictionandexplainmethodsusedtoreducefriction.Forthistopichaveyou:


Mark

Createdrevisioncardsfortheadvantagesanddisadvantagesoffrictionwithinasystem.Considerbothnoiseandslipandalsosuggesthowfrictioncanbereduced–Barings,greaseetc..

Completedthefollowingexamquestion:Suggestasituationwherefrictioninasystemcouldbeadisadvantageanddiscusshowthiscouldbereduced.Considertheneedformaintenanceinyouranswer.(6marks)

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CalculationsCandidatesshoulduseformulaeidentifiedbelowtocalculatevalues.(youdonotneedtomemorisethese,theywillbeinthefrontofyourexampaper)

20. ResistorsandresistanceCandidatesshould:•understandthatresistorscontrolvoltageandcurrentinelectroniccircuits;•calculatethevalueofresistorsinseries.Resourcestoassistyou:http://www.technologystudent.com/elec1/resist1.htmForthistopichaveyou:


Mark

Createdrevisioncardsforresistorsincludinghowtocalculatethemandhowtoworkouttheirvalue.

Completedthefollowingexamquestion:Tworesistorsareconnectedtogetherinseries,thefirsthasaresistanceof2KOhms.Iftheircombinedresistanceis2.5KOhms,whatistheresistanceofthesecondresistor?(3marks)

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21. CapacitorsCandidatesshould:•understandthatcapacitorsstoreelectricalcharge;•understandpolarisedandnon-polarisedcapacitors.Resourcestoassistyou:http://www.technologystudent.com/elec1/capac1.htmForthistopichaveyou:


Mark

Createdrevisioncardsforcapacitorsincludingthedifferenttypes,symbolsandwhattheydo.

Completedthefollowingexamquestion:Explainwhatacapacitordoesandhowthetwotypesdifferfromeachother.(4marks)

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22. Diode

Candidatesshould:•understandthecharacteristicsofasilicondiode;•understandwhyitisnecessarytouseaprotectivediode.Resourcestoassistyou:http://www.technologystudent.com/elec1/diode1.htmForthistopichaveyou:


Mark

CreatedrevisioncardsforDiodesincludingschematicsymbols,andhowtheycanbeusede.g.protection.

Completedthefollowingexamquestion:Explainwhatadiodedoesandhowitfunctions(2marks)

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23. ComponentSymbolsCandidatesshould:•understandthefunctionofandusethecomponentsidentifiedonthenextpage;•recognisethephysicalformof,andtheelectronicsymbolsgivenonthenextpage;•readanddrawdiagramsusingthesymbolsonthenextpage.Forthistopichaveyou:


Mark

Createdrevisioncardsforeachcomponentincludingitsfunction,aphysicalimageofit,itsprocessblock,ifitisanalogueordigital.

Completedthefollowingexamquestion:DrawoutthesymbolforanLDRandstateifitisanalogueordigital(2marks)DrawoutthesymbolforanNPNtransistorandexplainitsfunction(2marks)

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DesignandMarketInfluences

Social,Cultural,MoralandEnvironmentalIssues

24. SocialandculturalinfluencesonsystemdesignCandidatesshould:•Recognisetheeffectsofsocialandculturalinfluencesonsystemdesign;•Considertheroleofthedesignerandtheimpacthis/herdesignsmayhaveonsocietyandtheenvironment;•Researchtheeffectscontrolsystemshavehadonvariousoccupations.Resourcestoassistyou:http://www.bbc.co.uk/schools/gcsebitesize/design/resistantmaterials/designsocialrev1.shtmlForthistopichaveyou:


Mark

Createdrevisioncardscontainingexamplesofhowproductshaveinfluencedthewaywelivee.g.themobilephone.

Completedthefollowingexamquestion:Themobilephonehashadbothpositiveandnegativeeffectsonsociety.Discussandevaluateatleasttwoofeach.(8marks)

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25. LegislationandCodesofpractice

Candidatesshould:•understandtheneedtoprotectdesigns;

•beawareoftheapplicationofappropriateindustrystandards;•showawarenessoftheneedforsoftwarelicensing.Resourcestoassistyou:http://www.bbc.co.uk/schools/gcsebitesize/design/resistantmaterials/designsocialrev10.shtmlForthistopichaveyou:


Mark

CreatedrevisioncardscontainingexamplesoftheKitemarkandtheCEmark,discusswhattheyrepresentandgiveanexampleofaproductonwhichtheyareused.

Completedthefollowingexamquestion:WhatisthepurposeoftheKiteMark(4marks)

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26. Moral,Cultural,SustainabilityandEnvironmentalIssuesCandidatesshould:•understandthemoralandenvironmentalchangesbroughtaboutbythedevelopmentofcontroltechnology;•understandtheharmfuleffectsofindustrialpollutionandthecrucialneedtotreatanddisposeofwastematerialscorrectly;•understandtheuseofroboticproductionlinesandthevariationintheglobalcostoflabour;•researchtheneedtotreatanddisposeofcertainmaterialssafely.•understandthatsustainabilitycanbedesignedintoproductsatthemanufacturingstage;•appreciatetheimportanceofconservationandprotectionofnaturalresourcesandrecycling;•understandhowtoreduceobsolescencebyextendingtheproductlifecycle;•understandhowsystemscanbedesignedtoallowthepossibilityofreusingcontrolsystemscomponents.Resourcestoassistyou:http://www.bbc.co.uk/schools/gcsebitesize/design/resistantmaterials/designsocialrev3.shtmlhttps://msc-ks4technology.wikispaces.com/file/view/Social,%2BMoral%2Band%2BCultural%2BDesign%2BIssues.pdfForthistopichaveyou:


Mark

Createdrevisioncardscontainingexampleofmoral,culturalandenvironmentalissueswithinspecificproductsorservices.

Completedthefollowingexamquestion:Withreferencetoaspecificproduct,discusshowithasimpactedonsociety.(8marks)

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27. EnergySources

Candidatesshouldunderstandtheimpactoftheselectionofrenewableandnon-renewableenergysources.Resourcestoassistyou:http://www.bbc.co.uk/schools/gcsebitesize/geography/energy_resources/energy_rev1.shtmlhttp://www.eia.gov/energyexplained/?page=nonrenewable_homeForthistopichaveyou:


Mark

Createdrevisioncardscontainingexamplesofrenewableandnon-renewableenergysources,whataretheadvantagesanddisadvantagesofthem?

Completedthefollowingexamquestion:CompareandcontrasttheuseofCoalandsolarenergytoproducepower(8marks)

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HealthandSafetyIssues

28. IdentifyandreducehazardsandriskswhendesigningandmanufacturingproductsCandidatesshould:•understandthatsafetyfortheproductmakerandproductuserisessential;•assesshazardandriskfactorsinproductsandmanufacturing,choiceanduseofcomponents,tools,equipment,electricity,movingpartsandworkwiththesesafelyandeffectively.Forthistopichaveyou:


Mark

CreatedrevisioncardscontainingexamplesofhazardsymbolsandtheirmeaningsaswellasPPE(personalprotectiveequipment)Symbolsandtheirmeanings.

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29. InformationandCommunicationTechnology,Computertechnologyandcommunicationtechniques

Candidatesshould:•useICTsoftwarepackagesasappropriatetoresearch,collect,sortandpresentresearchinformation;•useCAD,togenerate,develop,modify,enhance,modelandcommunicatedesignproposalsandfinalspecifications;•useCAMtoenhanceaccuracy,efficiency,repeatabilityandqualityintheproductionofcomponentsandproducts.Resourcestoassistyou:http://www.bbc.co.uk/schools/gcsebitesize/design/systemscontrol/ictinindustryrev1.shtmlForthistopichaveyou:


Mark

CreatedrevisioncardscontainingexamplesofCADandCAMandtheadvantagesanddisadvantagesofeach.

Actions:

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30. RoboticsCandidatesshould:•beawareofanduseasappropriatemanufacturingprocessesandtechniques,includingCADandCAM,forsystemscontrolproducts;•haveanindustrialandcommercialawarenessandknowaboutthesystemsprocessesinvolvedinmanufacturingforbatchandcontinuousflowproduction;•haveindustrialandcommercialawarenessofproductionlinesandtheuseofrobotsinindustrialanddomesticenvironments.Resourcestoassistyou:http://www.bbc.co.uk/schools/gcsebitesize/design/foodtech/systemspracticesrev2.shtmlForthistopichaveyou:


Mark

Createdrevisioncardscontainingexamplesoftheproductionprocesses,productssuitableforeachlevelofproductionandhowroboticsareusedontheproductionline.

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GCSE PE 2017 STUDENT REVISION TOPICS Subject Physical Education Date of exams written paper 19th May

2017 Exam board AQA



Revised?

Body systems – the role and structure of… • Skeletal • Muscular • Circulatory • Respiratory

Social groupings and their relation to participation Opportunities to become involved

• leadership , officiating , volunteering • sporting qualifications

cross curricular links

What is good Health? Difference between health and fitness /how they are related.

•

COMPONENTS of Fitness – their definitions and related sports

Principles of training – • Specificity, • Progression • Overload • Reversibility • Tedium • FITT

Training methods –- suitable sports / how do they improve fitness / advantages and disadvantages

• interval • continuous • circuit • weight

The exercise session – warm up stretching, specific skills practice, main activity, cool down – what is involved and reasons why. Analysing a training session

• target zones , • training thresholds, • anaerobic ,aerobic training • maximum heart rate, resting H/R, measuring

H/R, recovery rate

Effects of exercise • immediate/short term and long term effects of

regular training on the following systems

Aspects of training the training year environment

Leisure and recreation –definitions and practical examples

First aid and injury Risk assessment

Sponsorship – examples and positive and negative effects

Diet – balance and nutrients needed/ dietary intake and performance

The media – negative and positive influences!

Performance enhancing and recreational drugs.

Body composition/ Body Types mesomorph ,ectomorph , endomorph

Competitions - types

International sporting events e.g. the Olympics Their importance and controversies

Role Models

Science and technology and their development in sport

National Curriculum requirements Healthy schools programme Extra curricular provision

Sporting organisations Sport England NGB Youth Sports Trust Dame Kelly Holmes legacy.


Subject Geography Date of exams Unit 1 22th May; Unit 2 6th

June & Unit 3 June 12th Exam board EDEXCEL B



Revised?

Unit 1 – Dynamic planet: Topic 1 – Restless Earth: The earth’s interior (structure) and what each layer is like. The hearths heat engine How the Earth’s tectonic plates have moved in the past. Conservative, constructive, destructive and collision plate boundaries. Types of volcanoes. Volcanoes in a developed world (Sakurajima) Volcanoes in a developing world (Mount Nyragongo) How an earthquake is formed Kobe earthquake Port-au-Prince earthquake Long term planning Formation of tsunamis Earthquake in Sichuan (developing world).

Topic 2 – Climate and Change: Past climates 4 main theories used to explain natural causes of climate change Explanation and evidence of how plants and animals, as well as humans are vulnerable to climate change. Human causes of climate change. Explanation of the enhanced greenhouse effect. Explanation of how the UK may be affected by global warming. Explanation of how Egypt may be affected by global warming.

Topic 2 – Battle for the Biosphere: The Global distribution of biomes The effects of climate and local factors on vegetation. Investigate value of the biosphere and how it provides us with goods and services. Explain the different demands made on the biosphere. Direct and indirect degradation of the rainforests by

human actions. The threat of climate change on the biosphere. Strategies for conserving rainforests. Sustainable environmental and economic management of ecosystems. Kilum-ljim forest case study. Topic 3 – Water World: The hydrosphere and the hydrological cycle. The role of the biosphere and the lithosphere in the hydrological cycle. The effects of climate change on the hydrological cycle. Explain the water shortage in the Sahel. Explain how climate change can increase global water shortage. Human threats to water quality. Impacts of human interference on the hydrological cycle. Evaluate large scale solutions to managing water supply. The Hoover Dam Chinas big Schemes – South to North Diversion project and Three Gorges Dam. Sustainable solutions to managing water supplies.

Topic 6 – River Processes and Pressures: Change in the river and the valley from upper to lower course. Landforms found in the upper, middle and lower course. Storm hydrographs Floods in Sheffield – causes, impacts and managements. Flood management through hard and soft engineering. The River Skerne.

Topic 8 - Extreme Environments: Polar climates:

Ø What the climate is like. Ø How animals and plants survive. Ø How lifestyles of polar people are unique. Ø How people cope within living in extreme

polar conditions. Australian outback:

Ø What the climate is like. Ø How animals and plants survive. Ø How lifestyles of polar people are unique. Ø How people cope within living in extreme

hot and arid conditions. Threats facing traditional cultures and natural systems in extreme environments. Explain how climate change threatens polar and hot arid extreme environments. Desertification in the Sahel Explain how local and global actions can protect

extreme environments from the threat of climate change. Unit 2 – People and Planet: Topic 1 – Population Dynamics: World Population Growth Population Structures and Pyramids How development effects population structures Population policies Pro Natalist Policy Anti Natalist Policy Migration policies Open Door policies Skills Test policies

Topic 2 – Consuming Resources: Classifying Resources Evaluating Renewable, Sustainable and Non Renewable Inequalities in resource supply and consumption The future of a named resource (e.g. Oil) The theory of Malthus The theory of Boserup Evaluating Population Policies Methods of reducing resource demand

Topic 3 – Globalisation: Contrast different employment and working conditions in Vietnam and Malawi. Categorise employment and evaluate changes within employment. The Clark Fisher model. The meaning of Globalisation and how countries have become more connected to each other. How the IMF and WTO help keep global economy stable. Impacts of globalisation in Leeds and Bangladesh. How does BT and Nike operate in different parts of the world including outsourcing?

Topic 4 – Development Dilemmas Different ways of defining and measuring development and how they can give different patterns of development. How the global development gap has changed over time. Recent development and barriers in Malawi. Rostow’s theory Frank’s dependency theory. How and why do levels of development vary within India? Assess the benefits and problems of ‘top-down’ and ‘bottom up’ development. The Sadar Sarovar Dam

Topic 5 – The Changing Economy of the UK: Changes in the primary, secondary, tertiary and quaternary employment in the UK. The UK’s North East region, its industry and employment. The UK’s South East region, its industry and employment. Glasgow – the impacts of deindustrialisation and economic change. Costs and benefits of brown field sites. Costs and benefits of green field sites. Changes in how people work.

Topic 7 – The Challenges of the Urban World:

Urbanisation and how it varies globally. Megacities in developed and developing world. Challenges faced by cities in the developed world. Variation in eco-footprints. London – how it is reducing eco-footprint. Challenges faced by cities in the developing world. Rocinha – the self - help scheme. Dhaka, Bangladesh – improving quality of life. Curitiba, Brazil – improving quality of life. Mexico city – attempt to develop a less polluted city. Masdar City, UAE - attempt to develop a less polluted city. Unit 3 – Making Geographical Decisions: This paper is based on material received during the exam, to prepare you must: Check understanding of any key concepts or ideas that you are unsure of Use the guide sheets given to you by your teacher to help you revise Practise potential decision making questions at the end of the paper

GCSE 2017 STUDENT REVISION TOPICS Subject History Date of exams – Unit 1: 5th June 2017, Unit

2: 14th June 2017, Unit 3: 20th June, 2017.

Exam board Edexcel

Use this traffic light self-assessment to help organise your revision. Fill in the columns by putting in the date for the first time you do it. Every time you revise a topic go back and assess yourself again. You will soon see how much progress you’re making. Remember – some of you have already completed Units 1 and 3. Red = I feel nervous/worried. I need to ask for help/update notes/catch-up/avoid panicking. Amber = I feel quite confident. I need to brush up on my notes/check that I understand/find out more. Green = I feel confident about this topic. I must check my key points and use my time to revise something else.


Revised?

Unit 1: International Relations, 1943-1991: The Cold War

• Section 1: How did the Cold War in Europe develop? 1943-56

• Section 2: Three Cold War Crises: Berlin, Cuba and Czechoslovakia c.1957-69.

• Section 3: Why did the Cold War end? From Detente (1972) to the collapse of the Soviet Union (1991).

Unit 2: USA, 1918-41 • What was America like after WWI? • Boom: America in the 1920s.

• Was life great for everyone in the 1920s? • Bust: The Wall Street Crash and the

Great Depression. • Roosevelt and the New Deal

Unit 3: The Transformation of British Society, c.1903-28

• Women and the vote. • The Liberal Reform Era. • The role played by the British on the

Western Front.

• The Home Front. • Industrial relations and the General

Strike.

GCSE 2017 STUDENT REVISION TOPICS Subject Mathematics (Higher) Date of exams 25th May, 8th and 13th June Exam board Edexcel Use this traffic light self-assessment to help organise your revision. Fill in the columns by putting in the date for the first time you do it. Every time you revise a topic go back and assess yourself again. You will soon see how much progress you’re making. Red = I feel nervous/worried. I need to ask for help/update notes/catch-up/avoid panicking. Amber = I feel quite confident. I need to brush up on my notes/check that I understand/find out more. Green = I feel confident about this topic. I must check my key points and use my time to revise something else.


Revised?

Approximate solutions to equations using iteration.

Equation of a circle Equation of a tangent Algebra and Proof Gradients and area under a graph Graphs of trigonometric functions Quadratic equations (completing the square) Composite functions Expand the product of two or more binomials Factorising difficult quadratic expressions Geometric Sequences Graphs of exponential functions Quadratic equations (needing re-arrangement) Quadratic equations (quadratic formula) Real-life exponential graphs Represent quadratic inequalities Simultaneous equations (non-linear) Solve quadratic inequalities Translations and reflections of a function Turning points & completing the square Algebraic fractions Identifying parallel lines Inverse functions Linear inequalities in two variables nth term of a quadratic sequence Quadratic equations (factorisation) Quadratic equations (graphical methods) Represent linear inequalities Simultaneous equations (linear) Algebraic argument Algebraic terminology Cubic and Reciprocal graphs Deduce quadratic roots algebraically Derive an equation Equation of a line Expand the product of two binomials

Factorising quadratic expressions Fibonacci, quadratic and simple geometric sequences

Graphical solution to equations Inequalities on number lines

Linear equations Quadratic graphs Reciprocal real-life graphs Simplify indices Simplify surds Solve linear inequalities in one variable Writing formulae and expressions Changing the subject Collecting like terms Expressions Factorise single bracket Finding the equation of a line Graphs of linear functions Graphs of quadratic functions Linear equations one unknown Multiplying single brackets Non-standard real life graphs nth term of a linear sequence Number machines Substitution Using "y = mx + c" Circle theorems Vector arguments and proof Area of a triangle Cosine Rule Pythagoras and trig 2D and 3D Sine Rule Combined transformations Congruence and Similarity Standard trigonometric ratios Arc lengths and sectors Derive triangle results Enlargements and negative SF Loci Pythagoras Similarity and Congruence Standard constructions Surface Area Trigonometric ratios Volume Alternate and corresponding angles Area of a circle Areas of composite shapes Areas of triangles, trapezia and parallelograms Bearings Circle terminology Circumference of a circle Congruent triangles Enlargements and fractional SF Perimeter of 2D shapes

Plans and elevations Exterior angles of polygons Polygons Solve geometrical problems Vector arithmetic Volume of prisms Surds Index Laws (negative and fractional) Product rule Recurring Decimals Upper and lower bounds Finance 1 Powers and Roots Product of prime factors Using Pi Calculating with fractions Error intervals Index Laws Limits of accuracy Adding and subtracting fractions Checking calculations Compound measures Converting metric units Estimation Fractions and percentages Fractions and ratio problems Interpret calculator displays LCM and HCF Multiples and factors Multiplying fractions Operations Order of operations Powers Rounding Standard Form Terminating decimals and fractions Conditional Probability Probability of dependent events Probability of independent events Mutually exclusive sum Relative Frequency Sample spaces Tables and Grids Theoretical Probability Unbiased Samples Venn Diagrams Gradients and the rate of change General iterative processes Direct and inverse proportion Compound Units

Gradient & the rate of change Growth and decay Interpret Proportion Percentage change Problems with compound units Scale factors and similarity Simple Interest and Financial Maths Solve Proportion Problems Compare Fractions, Decimals and % Compare lengths, area, volume Comparing quantities as a ratio Division of a quantity as a ratio Express one quantity as a % of another Percentage change Problems involving ratio Proportion and ratio Ratio and fractions Ratio Sharing Boxplots Cumulative frequency Histograms with unequal class widths Scatter graphs Comparing data using graphs Comparing Distributions Mean mode median and range from frequency table

Correlation Population Sampling Scatter Diagrams Time series


Subject Mathematics (Foundation) Date of exams 25th May, 8th and 13th June Exam board Edexcel Use this traffic light self-assessment to help organise your revision. Fill in the columns by putting in the date for the first time you do it. Every time you revise a topic go back and assess yourself again. You will soon see how much progress you’re making. Red = I feel nervous/worried. I need to ask for help/update notes/catch-up/avoid panicking. Amber = I feel quite confident. I need to brush up on my notes/check that I understand/find out more. Green = I feel confident about this topic. I must check my key points and use my time to revise something else.


Revised?

Algebraicargument Algebraicterminology CubicandReciprocalgraphs Deducequadraticrootsalgebraically Deriveanequation Equationofaline Expandtheproductoftwobinomials Factorisingquadraticexpressions Fibonacci,quadraticandsimplegeometricsequences

Graphicalsolutiontoequations Inequalitiesonnumberlines Linearequations Quadraticgraphs Reciprocalreal-lifegraphs Simplifyindices Simplifysurds Solvelinearinequalitiesinonevariable Writingformulaeandexpressions Changingthesubject Collectingliketerms Expressions Factorisesinglebracket Findingtheequationofaline Graphsoflinearfunctions Graphsofquadraticfunctions Linearequationsoneunknown Multiplyingsinglebrackets Non-standardreallifegraphs nthtermofalinearsequence Numbermachines Substitution Using"y=mx+c" Coordinatesinfourquadrants Plottingstraightlinegraphs Positiontotermrules Sequencesofsquare,triangularandcubenumbers

UsingFormulae

SequencesandRules Arclengthsandsectors Derivetriangleresults EnlargementsandnegativeSF Loci Pythagoras SimilarityandCongruence Standardconstructions SurfaceArea Trigonometricratios Volume Alternateandcorrespondingangles Areaofacircle Areasofcompositeshapes Areasoftriangles,trapeziaandparallelograms Bearings Circleterminology Circumferenceofacircle Congruenttriangles EnlargementsandfractionalSF Perimeterof2Dshapes Plansandelevations Exterioranglesofpolygons Polygons Solvegeometricalproblems Vectorarithmetic Volumeofprisms 3-DShapes ReflectiveandRotationalSymmetry Congruentandsimilarshapes Geometricalterminologyanddiagrams Measuringlinesandangles Propertiesofquadrilaterals Propertiesoftriangles Translationsandvectors Usingstandardunits Probabilityofdependentevents Probabilityofindependentevents Mutuallyexclusivesum RelativeFrequency TablesandGrids Samplespaces TheoreticalProbability UnbiasedSamples VennDiagrams FrequencyTrees Probabilityofequallylikelyoutcomes

CompoundUnits Gradient&therateofchange Growthanddecay InterpretProportion Percentagechange Problemswithcompoundunits Scalefactorsandsimilarity SimpleInterestandFinancialMaths SolveProportionProblems CompareFractions,DecimalsandPercentages Comparelengths,area,volume Comparingquantitiesasaratio Divisionofaquantityasaratio Expressonequantityasa%ofanother Percentagechange Problemsinvolvingratio Proportionandratio Ratioandfractions RatioSharing Convertstandardunits Expressonequantityasafractionofanother Userationotation Usescalefactors,diagramsandmaps Calculatingwithfractions Errorintervals IndexLaws Limitsofaccuracy Addingandsubtractingfractions Checkingcalculations Compoundmeasures Convertingmetricunits Estimation Fractionsandpercentages Fractionsandratioproblems Interpretcalculatordisplays LCMandHCF Multiplesandfactors Multiplyingfractions Operations Orderofoperations Powers Rounding StandardForm Terminatingdecimalsandfractions Fractionsofamounts Decimals Addingandsubtractingfractions

Listingoutcomes Primenumbers Usingstandardunits AddandSubtractintegers Dividingintegers Multiplyingintegers Orderingnumbers Placevalue Histogramswithequalclasswidths Scattergraphs Comparingdatausinggraphs ComparingDistributions Meanmodemedianandrangefromfrequencytable

Correlation Population Sampling Scatter Diagrams Time series Charts and Diagrams Pie Charts Types of data Vertical Line Charts Mean mode median of single data

GCSE 2017 STUDENT REVISION TOPICS Subject Media Studies Date of exams: Tues 23rd May A.M

Exam board AQA


TOPIC: TV Game Shows R A G In my plan

Revised?

VERY IMPORTANT - Use the 3 page A3 exam PLC you have been given to guide areas you need to have covered in preparation for the exam

VERY IMPORTANT - Copy the resources I have placed in the shared documents, Media Studies folder on the school IT system and use them. There are lots of links to resources, an online quiz and so forth. This is the most useful tip.

VERY IMPORTANT – use the preliminary material given 4 weeks before the exam to predict questions and practice your answers.

Know examples of UK game shows– find a range of examples and look at the construction, style and content choices. Build a bank of examples and categorise them according to audience, sub genre, techniques and so forth. Maybe you can make some top trumps cards.

Create a list of different sub – genres like action games with examples

Revise game show terminology, concepts and theory. Such as Uses and Gratifications theory parts of the set, the names for the people who might be involved or the rounds and so forth

Consider the issues, developments and debates surrounding game shows. Why might some people be or have been concerned? Has there been any scandal such as the one concerning earnings from competitions you might enter? What is the response from the industry? Do game shows change? What game shows have been resurrected and how?

Practice production work – anything related to game shows that you can think of: storyboarding an opening sequence or TV trailer, website homepage for a new show, set design labelled.

Brush up your writing skills. Use the Bitesize website perhaps to do some English skills work.

Make a glossary of terms used in the industry with the meanings.

Quick draw – get someone to give you a production task and time you to create a response (20 min in exam)

Make a pitch for a new game show. Who would it appeal to and why? How might it meet or break the conventions?

Find out about the legislation surrounding the industry – know about the watershed.

Get someone to tell you an audience age and social concern for a new show and try to create a concept in half an hour.

Take a game show– watch it, analyse the mise en scene, propp’s character types, structure, special effects, sound,

camera use and perhaps compare it to one with a different audience as its basis. Challenge Tv is a good channel to watch for examples, new and old. Find out about successful game shows, old and new. Is there is winning format? What makes it successful? Are there fashionable trends for shows?

Past papers and practice questions from the AQA website. Find some and time yourself to practice them. Get to know what type of questions are asked. Self-assess it using the mark scheme online. Peer assess in friendship groups. Nb – they will be for other Industries but you could try re-working them to fit game shows or just see how they are written and the pattern of questions

TIMING FOR EXAM– Draw a clock to check how long it takes to answer. Total exam time is 1 ½ hours - you have 15 marks for each of the 4 questions (20 min each approx.)

PROOFREADING – practice checking for mistakes Revision book – There are some Media Studies general revision books available at good book sellers. The AQA text book might help.

GCSE 2017 STUDENT REVISION TOPICS Subject French/German Date of exams

German Check with teacher regarding speaking and written assessments. Listening/Reading exam-07 June French Check with teacher regarding speaking and written assessments. Listening/Reading exam-16 May Spanish Check with teacher regarding speaking and written assessments. Listening/Reading Exam – 19 May

Exam board AQA



Revised?

Health

Relationships and choices

Free time and the media

Holidays

Home and local area

Environment

School/college and future plans

Current and future jobs

GCSE 2017 STUDENT REVISION TOPICS Subject Music Date of exams

Listening Exam: Friday 9th June 2017 Creative Task Exam: May 2017 Date TBC

Exam board OCR



Revised?

Area of Study 2 – Shared Music Voice and accompaniment:

v Romantic song (lieder)

v Pop ballads

Music contrasting one solo instrument with orchestra / band:

v Classical concerto

v Jazz

Ensembles: v Indian classical music

v Gamelan

v Baroque and Classical chamber music

Large vocal ensembles:

v The great choral classics

v African a capella singing.

For each of the above styles/genres you should know the answer to each of the following:

• Specific features/techniques e.g. Elements of style – dynamics, tempo, texture, pitch, structure and articulation

• How parts combine in ensembles • The way in which performers learn their parts

and have their music communicated, i.e. from

notation or from following a leader in an improvisatory manner

• When was this music created and performed • Type of tonality (scales) used • What type of people created/performed/listened

this music • Where (venue) it was/is performed • Why people would listen (audience) to it • Instrumentation

How a solo part is supported and enhanced by an accompaniment:

• Schubert: Erlking/The Trout • Elton John: Your Song • Haydn: Trumpet Concerto • Gerry Rafferty: Baker Street (sax solo) • Louis Armstrong: Basin Street Blues.

How parts combine in ensembles:

• Pachelbel: Canon • Mozart: Eine Kleine Nachtmusik • Music for Sitar and Tabla • Music for Gamelan

The impact of large musical forces:

• Handel: For unto us a child is born from Messiah

• Orff: O Fortuna from Carmina Burana • Choral music of John Rutter • Songs by Ladysmith Black Mambazo.

Area of Study 3 - Dance Music Paired dance:

v Waltz

v Latin Dance (Tango, Salsa) Group/folk/synchronised dance:

v Line Dance (American, Irish Jig and Reel)

v Bhangra Improvised dance:

v Disco

v Club Dance

For each of the above styles/genres you should know the answer to each of the following: 1. The origins and cultural context of each style of dance 2. The musical characteristics of each dance (structure, tempo, time signature (beats in a bar), rhythm, melody, instrumentation) 3. Links between the music and the dance steps 4. The impact of venue and occasion on the way the music is structured and performed 5. The impact of technology on modern dance 6. The names of composers and performers of the music.

LISTENING EXAMPLES Waltz: Strauss: Emperor Waltz Chopin: Minute Waltz Tchaikovsky: Waltzes from Swan Lake or Sleeping Beauty. Tango: Any pieces of Tango such as found on: CD: The Rough Guide – Tango (World Music Network) CD: The Best Tango Album In The World Ever (EMI). Salsa: Any pieces of Salsa such as found on: CD: The Rough Guide – Salsa (World Music Network) CD: Simply Salsa (SIMPLYCD002). American Line Dance: Any pieces of American Line dance as found on: CD: Line Dance Fever (17 CDs available – Curb Hit label).

Irish Dance: Any Irish jigs or reels as found on: CD: Riverdance (K-Tel Ente) CD: Irish Ceili: Reels And Jigs (EMI). Bhangra: Any pieces of Bhangra as found on: CD: The Rough Guide – Bhangra (World Music Network) CD: Bhangra Fever. Disco: Gloria Gaynor: I Will Survive Donna Summer: Love To Love You Baby Bee Gees: Night Fever. Club Dance: Any pieces of Club Dance as found on: CD: Club Remixes: Dance 2 This (Thump Records) CD: The Countdown Dance Masters: Ultimate Club Mix (Madacy).

Area of Study 4 Descriptive Music Descriptive music from the Romantic period to the present day. Music is a highly expressive medium and candidates should explore how composers have used music to convey stories, paint pictures and set scenes through:

v Programme Music (Symphonic music from 1820 onwards)

v Film Music.

For each of the above styles you should develop understanding of how composers use music to express: A story, picture or scene

A mood or emotion

A drama or action.

For each of the above styles/genres you should know the answer to each of the following:

1.Names of composers and how they have organised sounds for descriptive purposes

2. How composers have used the musical elements (tempo, pitch, dynamics, duration, texture and timbre)

3. How composers have used music devices (techniques on instruments e.g. pizzicato, arco, muted, melisma; composing techniques e.g. imitation, sequence, pedal, ostinato, drone, riff)

4. How composers have used different tonalities (major, minor, modal, pentatonic, atonal, chromatic)and structure (Binary AB, Ternary ABA, Rondo ABACADA, Variations A A1 A2 A3,

5. How composers have used music technology (synthesised sounds, sequencer, panning, midi, reverb, ecoh, sampler)

You should also understand the difference between composing descriptive music (where the music has to carry the meaning alone and the structure is in the hands of the composer) and composing music to a film (where the music has to complement the action and work within a framework already set by the film makers).

Programme music: Tchaikovsky: Overture Romeo and Juliet Grieg: Peer Gynt

Saint–Saens: Danse Macabre Copland: Billy the Kid. Film music: Hans Zimmer: Pirates of the Caribbean, Gladiator John Barry: Out of Africa, Somewhere in Time John Williams: Harry Potter, Superman Ron Goodwin: 633 Squadron.

B353 Creative Task

DATE

R A G

DATE

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DATE

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DATE

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Quality Of Response

I have composed

…

LEVEL 1: The response is simple and the musical materials are basic. Use of the stimulus is not evident. Where appropriate, performed pieces may lack any sense of pulse or identifiable rhythms. Any layered parts have no obvious relationship with each other, rhythmically or harmonically. There is little sense of coherence or musical structure.

LEVEL 2: The response is simple and the stimulus is used. A small range of compositional devices is applied with limited musical impact. There may be some identifiable ideas but the piece is either over-dependent on repetition, or lacks a sense of direction. There are occasional coherent passages and there is some understanding of the resource used. There is a limited sense of structure.

LEVEL 3: The response is built around the stimulus. Compositional devices are used with some success. Ideas make some musical sense, although the overall quality may be inconsistent. The structure of the piece and the deployment of the resource are appropriate to the musical materials.

LEVEL 4: The response uses the stimulus musically and is generally coherent. The ideas used show some musical understanding. Compositional devices are applied in a craftsman like way within an appropriate structure, although the piece may lack a sense of style. or be inconsistent in this respect. The resource is used with some effectiveness.

LEVEL 5: The stimulus makes an important contribution to the character of the composition. Musical ideas are developed effectively using a range of compositional devices. The piece has a sense of style, with the resource well used. There is a well planned structural framework.

LEVEL 6: The stimulus is used imaginatively and the piece has a strong sense of style. Musical ideas contain individuality and are developed effectively throughout the piece. The structure supports a good balance of unity and variety and there is very effective use of the resource.

EXCEPTIONAL: A highly musical piece which shows exceptional flair. The piece exploits the stimulus consistently and is effective and memorable. There is a clear sense of personal style, supported by a strong structure. There is sophisticated use of the resource.

I need to learn/focus on…

B353 Creative Task

DATE

R A G DATE

R A

G

DATE

R A G

DATE

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Quality of communication

I have composed…

LEVEL 1: The response conveys the basic intention with limited accuracy. Recorded outcomes have little sense of pulse and, if layered, contain an inappropriate mixture of sounds. Intonation (where relevant) is limited. Written outcomes contain errors in notation of rhythm, and in the numbering of beats to a bar. Written outcomes cannot easily be understood by others.

LEVEL 2: The piece conveys the basic effect with some accuracy. Recorded outcomes may contain significant hesitations, but it is possible to recognise the intention overall. Technical control and intonation (where relevant) are only partly secure. Written outcomes are generally clear in pitch and rhythm but may contain some errors.

LEVEL 3: The piece has accuracy of pitch and rhythm. Recorded outcomes maintain a tempo, although, as appropriate, parts may be unbalanced and there may be some hesitations which disturb the flow of the music. Technical control (including intonation where relevant) s adequate. Written outcomes are clear in their communication of pitch and rhythm only.

LEVEL 4: Recorded outcomes have a sense of pitch and rhythm, maintaining a tempo although, as appropriate, there may be hesitations which occasionally disturb the flow of the music. There is limited attention to dynamics or articulation and a lack of a sense of metre. Technical control (including intonation where relevant) is generally secure. Written outcomes may include a tempo marking, some dynamics and articulation but these are sparse and unmusically placed.

LEVEL 5: Recorded outcomes convey the intention accurately and there is a range of elements in addition to pitch and rhythm. There is a sense of metre and there is generally good technical control of the resource. Computer generated recordings are mechanical, and written outcomes contain a range of tempo, dynamic and articulation but some of these lack musical shaping.

LEVEL 6: Recorded outcomes show some stylistic understanding and contain some convincing passages. Technical control is secure with good intonation and tone where appropriate. Written outcomes contain markings of tempo, dynamics and articulation which make musical sense, although there are a few passages where some of the details are either lacking or excessive.

LEVEL 7: The piece is communicated musically and stylishly. Recorded outcomes contain musical shaping, articulation and dynamic shading all appropriate to the resource and style. The performance is confident and there is very good technical control. Written outcomes clearly show how the piece is to be performed and there are musically conceived dynamics and marks of articulation.

EXCEPTIONAL: The piece is communicated in a way that shows consistently mature insights into the musical impact of the composition. Recorded outcomes are flawless, and written outcomes show a level of detail appropriate to the musical style throughout.

I need to learn/focus on…

GCSE 2017 STUDENT REVISION TOPICS Subject Philosophy and Ethics Date of exams: Ethics = 15th May &

Philosophy = 15th June Exam board OCR


TOPIC

R A G In my plan

Revised?

YOU WILL BE EXAMINED ON ALL OF THE TOPICS BELOW, MAKE SURE YOU DON’T SKIP OVER ANYTHING

BELIEF ABOUT DEITY (PHILOSOPHY, B601) What are Christian beliefs about the Nature of God? What reasons are there for believing in God? How do Christians understand and use the Bible? How does God act in the world: miracles, Holy Spirit & Jesus? DEATH AND THE AFTERLIFE (PHILOSOPHY, B601) What are Christian beliefs about the soul? What do Christians believe about life after death? What do Christians believe about God as the judge of humanity?

What happens at a Christian funeral and why? RELIGION AND SCIENCE (PHILOSOPHY, B602) How did the world begin according to scientific theories? What does the Bible tell Christians about the origins of the world and humanity?

How do Christians interpret the Biblical stories of creation? What do Christians believe about the treatment of animals? What is the Christian concept of stewardship and how is it carried out?

GOOD AND EVIL (PHILOSOPHY, B602) What is meant by good and evil? What is meant by the Fall, Original Sin and Redemption?

What is the problem of evil and how do Christians respond? How do Christians understand and cope with suffering? How do Christians know how to behave morally? RELIGION AND HUMAN RELATIONSHIPS (ETHICS, B603) What happens at a Christian wedding and what does it teach about Christian ideas on marriage?

What do Christians believe about the roles of men and women? How do Christians respond to civil partnerships?

What are Christian teachings on divorce and remarriage? What are Christian teachings on sex and contraception? RELIGION AND MEDICAL ETHICS (ETHICS, B603) What is the sanctity of life? What are the (various) Christian views on abortion? What are the (various) Christian views on euthanasia? What are the (various) Christian views on fertility treatment? What are the (various) Christian views on animal testing? RELIGION AND EQUALITY (ETHICS, B604) What are the Biblical and Christian teachings on equality, forgiveness and reconciliation?

What are the Christian attitudes towards racism? What are the Christian attitudes towards sexism? What are the Christian attitudes towards other religions? RELIGION, PEACE AND JUSTICE (ETHICS, B604) What are Christian teachings on Just War? Is violence ever acceptable for Christians? What are the aims of punishment and Christian beliefs about capital punishment?

How do Christians believe criminals should be treated? What are Christian responses to social injustice?

GCSE PE 2017 STUDENT REVISION TOPICS Subject Physical Education Date of exams written paper 19th May

2017 Exam board AQA



Revised?

Body systems – the role and structure of… • Skeletal • Muscular • Circulatory • Respiratory

Social groupings and their relation to participation Opportunities to become involved

• leadership , officiating , volunteering • sporting qualifications

cross curricular links

What is good Health? Difference between health and fitness /how they are related.

•

COMPONENTS of Fitness – their definitions and related sports

Principles of training – • Specificity, • Progression • Overload • Reversibility • Tedium • FITT

Training methods –- suitable sports / how do they improve fitness / advantages and disadvantages

• interval • continuous • circuit • weight

The exercise session – warm up stretching, specific skills practice, main activity, cool down – what is involved and reasons why. Analysing a training session

• target zones , • training thresholds, • anaerobic ,aerobic training • maximum heart rate, resting H/R, measuring

H/R, recovery rate

Effects of exercise • immediate/short term and long term effects of

regular training on the following systems

Aspects of training the training year environment

Leisure and recreation –definitions and practical examples

First aid and injury Risk assessment

Sponsorship – examples and positive and negative effects

Diet – balance and nutrients needed/ dietary intake and performance

The media – negative and positive influences!

Performance enhancing and recreational drugs.

Body composition/ Body Types mesomorph ,ectomorph , endomorph

Competitions - types

International sporting events e.g. the Olympics Their importance and controversies

Role Models

Science and technology and their development in sport

National Curriculum requirements Healthy schools programme Extra curricular provision

Sporting organisations Sport England NGB Youth Sports Trust Dame Kelly Holmes legacy.

GCSE 2016 STUDENT REVISION TOPICS Subject : CORE SCIENCE 11.2, 11.3, 11.4, 11.5, 11Z

Date of exams: 16th May 2017(Biology) 18th May 2017 (Chemistry) 24th May 2017 (Physics)

Exam board AQA



Revised?

BIOLOGY – Module B1 • Diet, metabolic rate, lifestyle, obesity & health. • Inheritance and health • Pathogens and disease • Defence mechanisms • Use of drugs and vaccination to fight disease • Nervous system : reflexes and synapses • Hormones in animals and plants • Menstrual cycle • Controlling fertility • Homeostasis • Drugs- uses and abuses • Testing Medicinal drugs • Adaptations and the environment in animals

and plants • Competition in animals and plants • Measuring and the impact of environmental

change • Pyramids of biomass • Energy transfers • Decay • Carbon Cycle • Recycling organic waste • Inheritance – genes, chromosomes and DNA • Types of reproduction • Variation • Differences caused by genetics and/or

environment • Cloning • Genetic engineering • Theories of evolution • Darwin’s ideas about evolution and why these

are accepted • Natural selection • Classification and evolution

TOPIC R A G In my

plan Revised?

CHEMISTRY – C1 • Atoms, elements and compounds • Atomic structure • Arrangement of electrons in atoms • Writing equations and balancing them • Using limestone, limestone reaction cycle,

cement and concrete • Extracting metals from rock ( Iron, copper,

aluminium and titanium) • Impact on the environment of extracting metals

from rocks • Metals- properties and uses • Alloys • Fractional distillation of Crude Oil • Use of fuels from Crude Oil • Burning fuels • Impact of burning fuels on the environment and

ways to reduce this- cleaner and alternative fuels

• Useful substances from Crude Oil- alkenes, polymers, ethanol

• Cracking hydrocarbons • Making polymers , New and useful polymers • Plastic waste and impacts on environment • Plant Oils and uses • Emulsions and hydrogenation of vegetable oil • Structure of the Earth • Plate tectonics • Evolution of the Earth’s atmosphere from past to

present • Life on earth • Gases in the atmosphere including carbon

dioxide.

PHYSICS – Module P1 • Infrared radiation • Surfaces and radiation • States of Matter • Conduction and Convection • Evaporation and condensation • Energy transfer • Energy transformation diagrams (Sankey) • Specific Heat capacity • Heating and insulating buildings • Types of energy and efficient use in the home. • Conservation of energy • Choosing Electrical appliances, efficiency of

appliances and power • Cost effectiveness • Generating electricity & Power stations • Renewable energy sources • Comparison of energy sources

• The National Grid • Waves- types • Properties of waves: reflection, refraction and

diffraction

• Sound • Electromagnetic spectrum • Light, IR, microwaves and radio waves • Communications • Origin of the Universe and Big Bang theory • Expanding universe

¶ Purchased a revision guide?

¶ Using your revision guide?

¶ Start working on the topics you have

coloured Red first!!!

Useful websites: http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/ http://www.s-cool.co.uk/gcse/biology http://www.s-cool.co.uk/gcse/chemistry http://www.s-cool.co.uk/gcse/physics http://www.gcsescience.com/gcse-chemistry-revision.htm http://www.gcsescience.com/gcse-physics-revision.htm

GCSE 2014 STUDENT REVISION TOPICS Subject ADDITIONAL SCIENCE 11.2, 11.3, 11.4, 11.5

Date of exams: 9th June (Biology) 14th June (Chemistry) 16th June (Physics)

Exam board AQA



Revised?

BIOLOGY – Module B2 • Animal and plant cells • Specialised cells • Diffusion • Tissues, organs and systems • Plant organs • Photosynthesis and limiting factors • Distribution of organisms • Sampling techniques • Proteins • Enzymes – digestive enzymes and microbial

enzymes • Aerobic respiration and Anaerobic respiration • Mitosis and meiosis • Stem cells • Genes, chromosomes and DNA • Genes and alleles • Genetic diagrams • Mendels work • Family trees, punnett squares • Genetic testing and embryo screening • Fossil formation and fossil record • Extinction • Formation of new species

CHEMISTRY – C1 • Forming ions • Ionic compounds and giant ionic compounds • Covalent bond in simple molecules and

macromolecules • Properties of simple molecules and

macromolecules • Properties of ionic compounds • Metals, properties and uses • Polymers • Nanoscience • Atomic structure and isotopes • Relative formula mass • Chromatography (paper and gas) • Chemical calculations- reacting mass

calculations, reaction yields • Reversible reactions • Rates of reactions • Acids and Alkalis • Making salts – soluble and insoluble • Using electricity and useful substances made by

electrolysis

PHYSICS – Module P1 • Resultant Forces • Forces and Motion • Speed, distance and time graphs • Acceleration and velocity • Braking • Falling objects and terminal velocity • Elasticity • Forces and energy • KE and GPE • Momentum • Static electricity • Current and potential difference • Circuit diagrams, circuit symbols • Resistors • Series and parallel circuits • Variable resistors- bulbs, LDR, thermistor, LED

and Diode. • DC and AC currents • Three Pin plugs and electrical safety • Current and power • Atomic structure • Background radiation • Alpha, beta and gamma radiation and

penetration power • Half life • Uses and dangers of radiation • Nuclear fusion and nuclear fission • Lifecycle of stars

¶ Purchased a revision guide?

¶ Using your revision guide?

¶ Start working on the topics you have

coloured Red first!!!

Useful websites: http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/ http://www.s-cool.co.uk/gcse/biology http://www.s-cool.co.uk/gcse/chemistry http://www.s-cool.co.uk/gcse/physics http://www.gcsescience.com/gcse-chemistry-revision.htm http://www.gcsescience.com/gcse-physics-revision.htm


Subject: Triple Science 11T

Date of exams Biology 1, 16th May 2017 Biology 2 and 3, 9th June 2017 Chemistry 1, 18th May 2017 Chemistry 2 and 3, 14th June 2017 Physics 1, 24th May 2017 Physics 2 and 3 , 16th June 2017

Exam board AQA



Revised?

B1 and B2 Please look at Core and Additional pages

B3 • Dissolved substances • Gas exchange • Exchange systems in plants • The heart and circulation • The blood system • Transport in plants • Removal of waste and water control • Temperature control • Sugar control • Waste from human activity • Deforestation and destruction of peat land. • Biofuels • Food production

C1 and C2 Please look at Core and Additional pages C3

• The periodic table • Trends in the periodic table • Hard and soft water • Purifying water • Energy from reactions • Analysing substances • Making ammonia • Alcohols • Carboxylic acids • Esters

P1 and P2 Please look at Core and additional pages P3

• X-Rays • Ultrasound • Lenses • The eye • Other applications using light • Centre of mass • Moments • Hydraulics • Circular motion • The motor effect • Transformers • •

Useful websites: http://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa/ http://www.s-cool.co.uk/gcse/biology http://www.s-cool.co.uk/gcse/chemistry http://www.s-cool.co.uk/gcse/physics http://www.gcsescience.com/gcse-chemistry-revision.htm http://www.gcsescience.com/gcse-physics-revision.htm

SociologyPLCUltimatelyyouwanttobehappywithallofthekeycontentbythetimeyousityourexamsinMay.ThisPLCcoverseverythingthatthespecificationsaysyouneedtoknowforyourexams;Ihaven’tincludedtheB673materialasitisalmostidenticaltotheB671material.Makesurethatyouusethisregularlyinyourrevision!B671SectionAkeycontent

UnitandSection

Sub-topic

Keycontent

HowconfidentamI?

B671

SectionA

InvestigatingSociety

Primarymethods

Questionnaires Interviews(3differentkinds)

Observations(4differentkinds) ContentAnalysis

Conductingresearch

Aimandhypothesis Practicalissues(time,cost,access)

Sampling(5differentkinds) Triangulation

Pilotstudies&casestudies Longitudinalstudies

EthicalissuesResearchers’conduct/competence Consent,confidentiality,suitability

B671

SectionA

Collecting&usinginformationand

evidence

Differenttypesof

data

Primarydata Secondarydata Qualitativedata Quantitativedata

Quantitativeevidence

Officialstatistics Non-officialstatistics

Qualitativeevidence

Historicaldocuments&evidence Personaldocuments&diaries

Mediamaterial(TV,internetetc)

Evaluation

Exaggeration&distortion Selection&bias

Makinggeneralisations Representativeness

Reliabilityofresearchmethods Validityofthedata

B671SectionBkeycontent

UnitandSection

Sub-topic

Keycontent

HowconfidentamI?

B671

SectionB

Culture

Concepts

Norms Values Identity

Status(ascribed&achieved) Roles(multiple&roleconflict)

Culture Subculture

B671

SectionB

Socialisation

Processofsocialisation

Primarysocialisation Secondarysocialisation Formalsocialcontrol Informalsocialcontrol Rewards&sanctions

Agentsof

socialisation

Family(manipulation,canalisation) Massmedia(rolemodels) Peers(peerpressure)

Education(hiddencurriculum) Work

B671

SectionB

Genderidentities

Constructionofgenderidentitythroughthesocialisationprocess Roleofsocialcontrolinmaintaining&reinforcinggenderidentities Stereotypicalassumptionsaboutthenatureofmenandwomen

Femininity(andchangestothisincontemporarysociety) Masculinity(andchangestothisincontemporarysociety)

B671SectionA&Btechnique

UnitandSection

Question

Instructions

HowconfidentamI?

B671

SectionA

(Q5)12marks

‘…[statement/hypothesis]…’Explainandjustifythemethods&evidenceyouwouldusetoinvestigatethishypothesis.Include-Firstprimarymethod&sample-Secondprimarymethod&sample-Secondaryevidence&conclusion

B671

SectionB

(Q9)12marks

‘…[statement/hypothesis]…’

Evaluatetheargumentsforandagainstthisclaim

RememberallofthisisworkingtowardsyouractualSociologyGCSE;onMonday,May15thyouwilldoB671&B673,andonThursday,May18thyouwilldoB672:

Unit ½hour 1hour 1½hour

B671 SectionA SectionB

B672 Family Crime Youth

B673 Pre-releasematerial

B672technique

UnitandSection

Question

Instructions

HowconfidentamI?

B672

Allsections

8marks

Explainandidentifytwo…

B672

Allsections

24marks

‘…[statement/hypothesis]…’

Evaluatetheargumentsforand

againstthisclaim

B672Familykeycontent

UnitandSection

Sub-topic

Keycontent

HowconfidentamI?

B672

Sociologyofthe

Family

Familyandidentity

Identityoffamilies Developmentofindividualidentity

Norms Roles

Thelearningofsocialroles Values Culture

Individualslearningtheculture Socialisation(roleoffamilyinthis) Egsofnon-socialisedchildren

Contemporaryfunctionsoffamily

Traditionaldefinitionsofthe

family

Households Marriage

Nuclearfamily Extendedfamily

Knowledgeofthesupposed‘traditional’family(nuclear&ext) Statistics/patternstoshowifthe

‘traditional’familystillexists Cross-culturaldiscussionsofnuclear/extendedfamilies

ExamplesofAfro-CaribbeanandAsianfamilyexperiences

UnitandSection

Sub-topic

Keycontent

HowconfidentamI?

B672

SociologyoftheFamily

Structuralchanges

inthefamily

Divorce (serial)monogamy

Polygamy Cohabitation

Reconstitutedfamilies Loneparentfamilies Beanpolefamilies

Singlehood&alternativestofamily Boomerangfamilies

Matrifocal/patrifocalfamilies Homosexualfamilies

Debatesovercivilpartnershipsandgayfostering

Effectsoffamilydiversityonindividualsandsociety

Familydiversityinstructureduetoclassandethnicity

Effectsofdivorceonchildren Patternsofstatistics

Changingfamilyrelationships

Conjugalroles Symmetricalfamilies

Housewives/househusbands Domesticdivisionoflabouranddecision-makinginthehome Wilmott&YoungvsOakleydebatesoverdomesticroles

Gershuny‘laggedadaptation’andEdgell‘decision-making’ Darksideofthefamily

Domesticviolence&childabuse Debateoverthepositive/negativenatureofthetraditionalfamily Impactoffeminismonthedark

sideofthefamily Changesinemploymentand

demography Changesinthelawandsocial

policy Changinginfluenceofreligionin

Britain

B672Crimeanddeviancekeycontent

UnitandSection

Sub-topic

Keycontent

HowconfidentamI?

B672

SociologyofCrimeanddeviance

Definitionsofcrime

anddeviance

Deviance(includinghistorical,situationalandcross-cultural) Thesocialnatureofdeviance Standardisationofdeviance,normalityandconformity Standardisationofdeviance

throughinternationallaw(egEU) Therelationshipbetweencrime

anddeviance Crimeanddelinquency

Norms,valuesandbeliefs

Controllingcrimeanddeviance

Typesofsocialcontrol(includingformalandinformal)

Agentsofsocialcontrol(includingformalandinformal)

HOWdifferentagentscontrolsociety

Solutionstocrime(egprisons,communityservice,ASBOsetc) Suitabilityofsolutionstocrime;

whicharemosteffective? Conformity

Patternsofcrime

Measurementsofcrime(includingofficialstatistics)

Gatheringinformation(victimsurveysandself-reportstudies)

Validityofdifferentmeasurementsofcrime

Patternsofcrime(byclass,gender,ethnicityandage) Theimpactofcrimeonthe

communityandmediaresponses Knowledgeofwhocommitscrime

andwhoisthevictim

Explanationsof

crime

Socialisationandpeergrouppressure

Lackofopportunityandlabelling Sociologicalexplanations

Structuralcauses Culturalnatureofcauses

B672Youthkeycontent

UnitandSection

Sub-topic

Keycontent

HowconfidentamI?

B672

SociologyofYouth

Definingyouth

Childhood,youth,adolescenceandteenagers

Biologicalvssocialconstructionofyouth

Transitionandritesofpassage Cross-culturalritesofpassageand

initiation Lossofinnocenceand

disappearanceofchildhood Debateoverwhetherchildhoodstillexists/isbeingeroded

Controlthroughpeergroups(and

gangs)

Typesofsocialcontrol(includingformalandinformal)

Agentsofsocialcontrol(includingformalandinformal)

PeergrouppressureandHOWpeergroupscontrolbehaviour

DebateoverwhetherpeergroupisMOSTinfluentialagency

Conformity,andwhatthislookslike

Youthsubculture

Youthculture,anddefiningdifferenttypesofyouthculture Differentexamplesofyouth

subcultures Invisiblegirlsandbedroom

subculture Reasonsforthedevelopmentofyouthculture/subcultures Growthofaffluenceand

manipulationbythemedia Reasonspeoplejoinsubcultures

egsolutiontoproblems Subculturesandidentity,interestsandbehaviour(peerpressureetc)

Gangs

Differenttypesandexamplesofgangs

Delinquentsubculture,labellingandscapegoats

Reasonswhyyoungpeoplejoingangs

Socialnetworkandsenseofbelonging

Statusfrustration,boredomandterritory

topic 1.1 spotting a business opportunity - larkmead school · topic 1.1 spotting a business...

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